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Journal articles on the topic 'Primary education quality'

Author: Grafiati

Published: 25 January 2025

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1

Sherboeva, Nodira. "WORLD EXPERIENCE IN PRIMARY EDUCATION." International Journal of Advance Scientific Research 4, no. 4 (April 1, 2024): 48–55. http://dx.doi.org/10.37547/ijasr-04-04-09.

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Primary education serves as the cornerstone of a nation's educational system, shaping the future of individuals and societies. This article provides a comprehensive review of primary education systems worldwide, drawing on global experiences to identify key lessons learned and best practices. Through a thorough literature review and analysis of primary education systems in various countries, including both developed and developing nations, this study examines the structure, curriculum, teaching methods, assessment practices, and educational outcomes of primary education. Common challenges faced by primary education systems, such as access, quality, equity, and relevance, are explored, along with successful strategies for addressing them. The role of government policies, socio-economic factors, cultural influences, and technological advancements in shaping primary education is also examined. The findings highlight the importance of sharing global experiences and collaborating across borders to improve primary education and ensure equitable access to quality education for all children. This article concludes with implications for policymakers, educators, researchers, and other stakeholders, as well as recommendations for future research and collaboration in primary education.

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Kagoda, Alice Merab, and Betty Akullu Ezati. "CONTRIBUTION OF PRIMARY TEACHER EDUCATION CURRICULUM TO QUALITY PRIMARY EDUCATION IN UGANDA." Problems of Education in the 21st Century 52, no. 1 (March 20, 2013): 35–47. http://dx.doi.org/10.33225/pec/13.52.35.

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With the frequent changes in education environment caused by dynamic economy, politics, and global trends among others, primary teacher education should keep abreast with these trends. However, in Uganda this has not been the case. While government designs new curriculum for primary schools, the changes in teacher education curriculum seem to be slower. Teacher educators are not familiar with the new trends in education such as ICT in teaching and learning, gender, learner centered education etc. The teaching materials are not easily available in the teacher training colleges because of shortages of funds. The study sought to: analyse the curriculum of Primary Teacher Education (PTE) since 1990, assess the challenges Primary Teacher Colleges (PTC) experience in the preparation of quality teachers and analyse the extent to which PTE curriculum is responding to the new trends in primary education. Using mainly interviews and focus group discussion, this paper explored the relationship between teacher preparation and quality of teachers produced. Findings showed that the curriculum of the teacher training colleges is not tailored to the requirements of the primary curriculum. In addition PTE faces many challenges that affect the preparation of teachers. Key words: primary teacher education, primary school curriculum, quality education.

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3

Palafox, Juan Carlos, Juan Prawda, and Eduardo Velez. "Primary School Quality in Mexico." Comparative Education Review 38, no. 2 (May 1994): 167–80. http://dx.doi.org/10.1086/447240.

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4

Urazova, Zulfiya. "TECHNOLOGY FOR IMPROVING THE COMPETENCES OF ASSESSING THE QUALITY OF EDUCATION OF FUTURE PRIMARY EDUCATION TEACHERS." International Journal of Pedagogics 4, no. 11 (November 1, 2024): 7–11. http://dx.doi.org/10.37547/ijp/volume04issue11-02.

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This paper examines the multifaceted role of technology in enhancing the competencies of prospective elementary teachers in the assessment of educational quality and explores various technological interventions and their potential implications for teacher education. By exploring the secret, we explore the transformative potential of technology in shaping the future of elementary education.

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Lillis, Kevin. "The quality of primary education in Tanzania." International Journal of Educational Development 8, no. 2 (January 1988): 148. http://dx.doi.org/10.1016/0738-0593(88)90063-6.

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6

Crossley, Michael. "Questions of quality: Primary education and development." International Journal of Educational Development 12, no. 4 (October 1992): 320–21. http://dx.doi.org/10.1016/0738-0593(92)90010-j.

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7

Valente, Christine. "Primary education expansion and quality of schooling." Economics of Education Review 73 (December 2019): 101913. http://dx.doi.org/10.1016/j.econedurev.2019.101913.

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8

Papanthymou, Anastasia, and Maria Darra. "Defining Quality in Primary and Secondary Education." International Education Studies 16, no. 2 (March 28, 2023): 128. http://dx.doi.org/10.5539/ies.v16n2p128.

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The purpose of this paper is to explore the conceptual content of the term ‘quality’ in primary and secondary education through the content analysis of 32 scientific publications. The analysis of the qualitative data is based on the methodology of grounded theory, revealing 21 major dimensions of quality with a high frequency of occurrence that are divided into five broader categories. The first category, ‘learning environment,’ includes psychosocial elements, physical elements, respect for diversity and collaboration, sharing, and team spirit. The second category, ‘learning content,’ includes student-centred pedagogy, well-structured knowledge base, continuous curriculum improvement, interest in all students, and life skills. The third category, ‘processes,’ includes teaching, learning, assessment, support, and supervision. The fourth category, ‘students,’ includes involvement/participation, feedback, challenging learning activities, and improved learning outcomes. Finally, the fifth category, ‘teachers,’ includes knowledge of educational context, content, curriculum, and pedagogy, pedagogical skills, emotional/management/reflection skills, and teacher professional development. According to the main findings, from the category ‘learning environment,’ the dimension concerning the psychosocial elements prevails in the literature; from the category ‘learning content’, the dimension of student-centred pedagogy prevails; and from the category ‘processes’, three dimensions prevail: the first is related to support and supervision and the other two are related to teaching and assessment. From the wider category ‘students,’ the dimension relating to improved learning outcomes prevails. Finally, in the category ‘teachers,’ two dimensions prevail: the first concerns skills (emotional, management, reflection), and the second dimension concerns knowledge of the educational context, content, curriculum, and pedagogy.

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9

Lekhetho, Mapheleba. "The Impact of Free Primary Education on Access and Quality of Primary Education in Lesotho." International Journal of Educational Sciences 5, no. 4 (October 2013): 397–405. http://dx.doi.org/10.1080/09751122.2013.11890101.

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10

Krotkova, Victoria A. "Difficulties of monitoring the quality of primary education." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 4, 2020 (2020): 209–14. http://dx.doi.org/10.31862/2218-8711-2020-4-209-214.

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This article examines the issues of improving the quality of education in a modern primary school, suggests ways of representing quality assessment based on the implementation of monitoring procedures for educational activities in accordance with the educational standards.

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Ivaškienė, Jūratė, and Daiva Malinauskienė. "EDUCATION OF PRIMARY SCHOOL STUDENTS: THE QUALITY ASPECT." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 13, no. 1 (June 25, 2021): 10–21. http://dx.doi.org/10.48127/spvk-epmq/21.13.10.

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In the 21st century, education is identified not only as one of the fundamental human rights that ensure the quality of life, but also as a key driver for the sustainable development of society. Therefore, in modern society, the pursuit of knowledge should become a priority and a way of life for every young person. These reasons encourage the analysis and evaluation of the factors that determine the quality of education, because the context of today's Lithuanian and European dimensions of education determines the necessity of ensuring the importance of the quality of education from an early age. This situation presupposes a problematic question of the research: what factors determine the quality of primary education. That the analysis requires quality assurance issues at the primary level of education becomes clear from the analysis of scientific, methodological literature and educational documents, as issues of quality of education at this level are insufficiently researched and emphasized. More attention is paid to the analysis of quality education in the pre-school sector and basic school. On the other hand, it is a very important and timely issue, because primary education is the first stage of formal education, which has important goals and objectives related to the child's educational opportunities, challenges and further development perspectives. In order to collect the research data, a questionnaire survey was conducted, in which 110 primary education teachers working in the country's educational institutions participated. A questionnaire was prepared, in which the essential information blocks related to the quality of education of primary school students were singled out: planning and organization of the educational process, creation of the educational environment, the teacher's personality and his professionalism. During the research, the factors that determine the quality of education of primary school students were analyzed theoretically and empirically. Statistically significant differences were found in the assessment of different factors, pedagogical work experience and groups of teachers with different qualification categories. Keywords: education quality, empirical research, primary school, quality assurance

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Nabi, Mohammad, and Muhammad Javed Iqbal. "Parameters for Textbook: Improving Quality of Primary Education." Global Social Sciences Review III, no. IV (December 30, 2018): 187–200. http://dx.doi.org/10.31703/gssr.2018(iii-iv).13.

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This research explores the parameters of quality textbook and the current status of 5th class textbooks. Textbook counts due to its importance in attaining required goals of quality education. Quality textbooks have the capacity to improve the required skills of learners and consequently support the improvement of quality education as quality education is mostly connected to students’ outcomes. A survey was conducted wherein officers of the Textbook Board Khyber Pakhtunkhwa participated and head teachers and teachers from public primary schools also took part. An interview was conducted for the Textbook Board officers to find out the parameters of quality textbook that improve the outcomes of the students. In this regard a questionnaire administered for head teachers and teachers to investigate the present status of 5th class textbook. 10 officers of Textbook Board, 281 primary school teachers and 256 head teachers were taken as sample from six districts of Khyber Pakhtunkhwa.

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13

Michaelowa, Katharina. "The impact of primary and secondary education on higher education quality." Quality Assurance in Education 15, no. 2 (May 2007): 215–36. http://dx.doi.org/10.1108/09684880710748956.

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Hefer, Y., and M. C. Cant. "Measuring Service Quality: The Student As Primary Consumer." International Business & Economics Research Journal (IBER) 13, no. 6 (October 31, 2014): 1251. http://dx.doi.org/10.19030/iber.v13i6.8919.

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Competition in the educational market is increasing at a rapid rate. With e-education and the increasing globalisation taking place, universities are competing more and more for student numbers. Service quality has become one of those factors that differentiate institutions from one another. As a result, higher education institutions can use service quality as a competitive advantage to ensure that they stay the first choice in the minds of potential students. It is a known fact that many consumers and students will support a product or university based on the level of service they receive. It is for this reason that universities will benefit from research into service quality and the importance that students attach to this. In this study, student satisfaction towards the quality of the service received was measured in terms of appearance of the higher educations physical facilities, equipment, staff and communication materials by using the SERVQUAL model. The results may assist higher education institutions to focus on the unknown, yet important elements of the tangibility element in order to improve the students overall satisfaction. The results indicated that students perception about the tangibility of the service, as well as the overall level of satisfaction of the service received, is slightly above average.

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AL MAMUN, DR GAZI IBRAHIM, and SELINA AKHTER. "ENSURING QUALITY EDUCATION FOR CHILDREN IN RURAL BANGLADESH: COMPARATIVE STUDY ON FORMAL AND NON-FORMAL PRIMARY EDUCATION." CenRaPS Journal of Social Sciences 1, no. 1 (August 18, 2019): 35–53. http://dx.doi.org/10.46291/cenraps.v1i1.4.

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Bangladesh is committed to ensuring quality education for all. In this purpose, there is categories study/education system at the primary level of education. One is formal primary education school run by the Bangladesh government and another is non-formal primary education school run by NGOs. Both types of primary education’s main objective are ensuring quality education at primary level. But there are many problems in these two categories of an education program. But quality education’s main characteristics enable all learners to develop the capabilities they require to become economically productive, develop sustainable livelihood, contribute to peaceful and democratic societies and enhance wellbeing. The learning outcomes that are required vary at the end of the basic educations cycle must include threshold levels of literacy and numeracy and life skills including awareness and prevention of disease. In this circumstance, the learning method will be flexible and the environment of the school will attractive for children. But the environment and learning method mean model of quality education is an absence in formal government primary school, although non-formal based NGOs school have practised low this model. In this perspective, the main focus of this present article is to comparative analysis between formal based government primary education and non-formal based NGOs primary education. To examine which is a better system for ensuring quality education at the primary level and an attempt is also made to suggest some alternative propose/proposal for ensuring quality education at the primary level of education. In the analysis of the results given in the study, it is seen that the non-formal education is more effective than formal education in primary education level to ensure the quality education of children in the rural communities of Bangladesh. Therefore, the results of this research will play an important role in improving the quality of non-formal and formal primary education.

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Yadukumar M, Yadukumar M., and Dr S. S. Patil Dr. S.S Patil. "A Study on Using of Radio Programme to Improve The Quality of Primary Education." Indian Journal of Applied Research 4, no. 3 (October 1, 2011): 108–11. http://dx.doi.org/10.15373/2249555x/mar2014/33.

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17

Nyenje, Aida, and James Nkata. "Attitudinal variables affecting education reforms and quality of primary education in Uganda." Cogent Education 3, no. 1 (November 23, 2016): 1254359. http://dx.doi.org/10.1080/2331186x.2016.1254359.

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18

Kadji-Beltran, Chrysanthi, Nicoletta Christodoulou, Aravella Zachariou, Petra Lindemann-Matthies, Susan Barker, and Costas Kadis. "An ESD pathway to quality education in the Cyprus primary education context." Environmental Education Research 23, no. 7 (October 28, 2016): 1015–31. http://dx.doi.org/10.1080/13504622.2016.1249459.

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19

Boyd, Wendy, and Linda Newman. "Primary + Early Childhood = chalk and cheese? Tensions in undertaking an early childhood/primary education degree." Australasian Journal of Early Childhood 44, no. 1 (March 2019): 19–31. http://dx.doi.org/10.1177/1836939119841456.

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There is well-established evidence that the quality of early childhood education workforce impacts upon children’s learning. Attracting qualified teacher graduates to work in early childhood centres is an essential component towards the provision of quality care. Significant investment by the Australian Government has been made to prepare early childhood teachers, yet teaching at this level is characterised by poorer working conditions compared with primary school teachers. Various programme models qualify applicants as early childhood teachers, yet there is no evidence of the most appropriate model. Our study’s focus was to identify reasons for entering a teacher education programme, career intentions and satisfaction of pre-service teachers enrolled in early childhood/primary degree programmes at two Australian universities. Findings demonstrate that the degrees were not fulfilling the government investment goals for increasing early childhood teacher numbers, nor were the degrees meeting student expectation for an early childhood teaching career. We argue that renewed policy strategies are required to support new early childhood graduates and professionals, and attract teachers to work in early childhood education.

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20

Das, Subhasish, and Amit K. Biswas. "Quality and Determinants of Primary Education in Rural India." Indian Journal of Human Development 15, no. 2 (August 2021): 323–33. http://dx.doi.org/10.1177/09737030211036850.

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India’s achievement in the elementary level of education has been praiseworthy in terms of enrolment. This article tries to examine whether or not India’s performance is equally impressive from the qualitative perspective. It is based on secondary cross-section state level data on the ability of the students to read (vernacular) and calculate. The study identifies the high and low performing states in India and analyses their performance over the years, especially after the introduction of right to education (RTE) Act, 2009. It also discusses the factors that have positive or negative impacts on the learning outcomes. The analysis unveils retrogression of the quality parameter over the years. The policies have emphasised on steady expansion in enrolment without paying required attention to the standards of learning. The compromise on the quality of primary education diminishes the splendour of India’s achievement in education.

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21

Masuri, Masuri, Happy Fitria, and Mulyadi Mulyadi. "Improving the Quality of Education in Public Primary School." Journal of Social Work and Science Education 2, no. 3 (February 4, 2022): 259–63. http://dx.doi.org/10.52690/jswse.v2i3.256.

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This study described the quality of learning in Public Primary Schools 22 Banyuasin III. The qualitative method was used in the study. Informants were headmaster and teachers. Data were collected using interviews. The results showed that the management of grade teachers in the implementation of the teaching process relevant with the era of the industrial revolution 4.0. The obstacles were lack of visual aids.

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22

Brundrett, Mark. "Political sensitivity, quality and neo-colonialism in primary education." Education 3-13 38, no. 2 (May 2010): 113–15. http://dx.doi.org/10.1080/03004279.2010.497639.

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23

Corbella, A., J. Roma, and J. M. Martinez-Carretero. "Continuing education and quality improvement in primary health care." International Journal for Quality in Health Care 10, no. 1 (February 1, 1998): 65–68. http://dx.doi.org/10.1093/intqhc/10.1.65.

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B. Koten, Natsir, and Digvijay Pandey. "Quality Management Process of Religious-Based Primary School Education." QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama 16, no. 1 (May 16, 2024): 315–26. http://dx.doi.org/10.37680/qalamuna.v16i1.4888.

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This research aims to reveal in-depth and give meaning to the planning, control, and improvement of religion-based elementary school education quality. This research method uses a qualitative approach through a multicase study plan with a constant comparative method. The research locations were SD Onekore 2 Santa Ursula Ende, SDK Santo Antonius Ende 2, and MIN Ende. The informants in this research were the Principal and Teachers. Data collection techniques use in-depth interviews, participant observation, and documentation studies. A structured set of questions designed to elicit information from stakeholders such as teachers, administrators, parents, and students about their perceptions, experiences, and suggestions regarding quality management in primary education with a religious foundation. The research results show that the Religious Primary School Quality Management Process has a strong commitment, which the founders inherited, managers, and previous education staff, and is preserved, continued, and strengthened by the management and education staff in the future. The meaning of quality by the management and educational staff of religious-based elementary schools is more holistic; the students' personalities are intact, and the quality management of religious-based elementary schools consists of school quality planning, quality control, and quality improvement. Through the quality management process of religious-based elementary schools, the school has a strong commitment, inherited by the founder, managers, and previous education staff, and preserved, continued, and strengthened by managers and education personnel.

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Jan Bent, Gert, Anouke Bakx, and Perry den Brok. "Comparison Between Primary Teacher Educators’ and Primary School Teachers’ Beliefs of Primary Geography Education Quality." Australian Journal of Teacher Education 41, no. 7 (July 2016): 110–31. http://dx.doi.org/10.14221/.v2016n41.7.

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Jan Bent, Gert, Anouke Bakx, and Perry den Brok. "Comparison Between Primary Teacher Educators’ and Primary School Teachers’ Beliefs of Primary Geography Education Quality." Australian Journal of Teacher Education 41, no. 7 (July 2016): 110–31. http://dx.doi.org/10.14221/ajte.2016v41n7.7.

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Töremen, Fatih, Mehmet Karakuş, and Tezcan Yasan. "Total quality management practices in Turkish primary schools." Quality Assurance in Education 17, no. 1 (January 30, 2009): 30–44. http://dx.doi.org/10.1108/09684880910929917.

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Shvardak, M. V. "IMMERSIVE TECHNOLOGIES IN PRIMARY EDUCATION." Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 2023, no. 2 (May 12, 2023): 227–39. http://dx.doi.org/10.32755/sjeducation.2023.02.227.

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The article is devoted to the problem of using immersive technologies in primary education. It was found that immersive technologies have rapidly developed in recent years from doubtfully promising to trendy and used everywhere. It has been proven that their introduction into the educational process of the New Ukrainian School is a need today and a factor in improving the quality of education. The purpose of the article is determined: to study the peculiarities of the use of immersive technologies in primary education. The essence of immersive technologies has been clarified. The components of immersive technologies are highlighted: real (objective), augmented (added) and virtual reality. The qualitative characteristics of the use of immersive technologies in primary education have been determined. Examples of the use of immersive technologies in the process of studying various educational fields of primary education are given, in particular: language and literature, mathematics, natural sciences, informatics, technology, social and health care, civics and history, art and physical education. It was determined that the use of immersive technologies in primary classes may include: virtual tours, virtual laboratories, AR-books, AR-games, 3D modeling. Some applications of immersive technologies for use in primary education are proposed. In the process of studying the features of immersive technologies in primary education, the advantages and disadvantages of their use were determined. It was found that immersive technologies contribute to the improvement of the quality of the educational process, making it more interactive, adaptable and exciting for schoolchildren; expand learning opportunities; contribute to a better understanding of complex concepts; stimulate motivation and interest in learning, memory and concentration, creativity and activity of younger schoolchildren. It was found that the use of immersive technologies in education significantly expands the toolkit of a modern specialist. Key words: immersive technologies, virtual reality, augmented reality, application, younger students, primary education.

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ODHIAMBO ADERO, VICTOR, and HAPPINESS ATIENO OTIENO. "The Impact of Free Primary Education in Kenya." Fronteras en ciencias de la educación 2, no. 2 (June 28, 2023): 1–16. http://dx.doi.org/10.58283/fce.v2i2.143.

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In 2003, Kenya initiated free primary education, receiving mixed public opinions. Despite numerous studies, the program's impact on schools of different socioeconomic backgrounds remains understudied. This study aims to understand the effects of Kenya's free primary education on various schools. Using data from the Harvard Dataverse and World Bank, it evaluates factors like enrollment rates, education quality, and government expenditure. The data reveals a significant rise in enrollment rates, particularly among historically underrepresented groups. However, the implications for education quality are mixed. While the gender gap in enrollment has decreased, challenges in maintaining educational quality persist. Enhancing education quality requires investments in teacher training, resources, and infrastructure. For continued progress, sustained government funding is essential

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Rentzou, Konstantina. "Mapping Gender Segregation in Pre-Primary and Primary Education in Cyprus." Journal of Men’s Studies 25, no. 2 (August 8, 2016): 198–219. http://dx.doi.org/10.1177/1060826516658765.

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Although great emphasis is given on the quality of early childhood education, the demographics of the teaching personnel attract limited attention even though those characteristics are linked to the quality of education. The present study aims at exploring gender segregation in pre-primary and primary education in Cyprus, using the statistical lenses through which feminization can be understood. The article presents the number of male and female undergraduate students enrolled in pre-primary and primary education programs. Employment data are also presented. This article sets out to discuss statistical data and literature to find out which research needs to be undertaken to ensure the inclusion of more men in pre-primary and primary education in Cyprus. Statistics highlight the need to critically examine existing literature, to conduct research with both males and females and to start the process of recruiting and supporting more males moving into pre-primary and primary education.

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Kikechi, Ronald Werunga, Chepkwony Silas M. Kisebe, Kihumba Gitahi, and Oliver Sindabi. "THE INFLUENCE OF FREE PRIMARY EDUCATION ON KENYA CERTIFICATE OF PRIMARY EDUCATION PERFORMANCE IN KENYA." Problems of Education in the 21st Century 39, no. 1 (March 5, 2012): 71–81. http://dx.doi.org/10.33225/pec/12.39.72.

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The origin of Free Primary Education (FPE) can be traced back to the 1948 Declaration of Human Rights where basic education was recognized as a human right. The current FPE programme was launched in 2003 and it led to an overwhelming enrolment of pupils at the primary level of education. Such a soaring enrolment is feared to have compromised the Kenya Certificate Primary Education (KCPE) performance, which is a key indicator of quality education. The study therefore aimed at determining the influence of high enrolment on; the ability of teachers to offer quality instruction; learning resources; management of pupils’ discipline and suggestion on how to improve FPE in light of KCPE performance. The paper assessed FPE on KCPE performance in Kaptama Division, Mt. Elgon District, Kenya. The researcher used descriptive survey design. A sample of 310 respondents consisting of 253 standard eight pupils, 40 teachers, 13 head teachers and 4 education officers was used. The main tools of data collection were a questionnaire and interview schedule. Document analysis was also used in the study. Data analysis involved the use of frequencies, percentages, tables, chart, graphs and description. The findings of the study established that implementation of FPE led to high enrolment which witnessed high pupil - teacher ratio and ill-discipline among pupils. It has also led to inadequate learning facilities (classrooms, desks and chairs), fewer tests for pupils which lack in content and depth and increased work load among teachers. This has in turn compromised KCPE performance. Constant inspection should be carried out by the Ministry of Education for the success of the programme. Key words: free primary education, assessment, Kenya Certificate of Primary Education.

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Kabouridis, Georgios, and Dave Link. "Quality assessment of continuing education short courses." Quality Assurance in Education 9, no. 2 (June 1, 2001): 103–9. http://dx.doi.org/10.1108/09684880110389672.

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Evaluates a short course entitled: “The implementation of managerial techniques in primary and secondary schools”, which was addressed to the headmasters of the primary and secondary schools in Patras, Greece. The course was designed utilizing the principles of total quality and the evaluation is focused on the degree of achievement of the objectives through the analysis of quality factors such as participation, methodology, content, subject knowledge and teaching ability of the course deliverers. The evaluation is based on questionnaires that were completed by the participants at different stages of the duration of the short course. Proposes a list of parameters that have to be considered in designing short courses for adults who already have a long professional experience.

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Thi Thanh Hai, Pham, Trinh Ngoc Thach, and Nguyen Le Thach. "Developing the Quality of Novice Primary Teachers to Meet the Renewal Requirements and to Enhance the Quality of the General Education." American Journal of Educational Research 6, no. 5 (April 20, 2018): 468–74. http://dx.doi.org/10.12691/education-6-5-16.

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34

Ensor, Barbara, Adrian Bell, and Alan Sigsworth. "The Small Rural Primary School - A Matter of Quality." British Journal of Educational Studies 37, no. 3 (August 1989): 311. http://dx.doi.org/10.2307/3121294.

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35

Buterin Mičić, Marija. "Quality of School Life in Primary School: Students’ Perception." Pedagogika 134, no. 2 (October 18, 2019): 135–50. http://dx.doi.org/10.15823/p.2019.134.9.

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The paper deals with research data on quality of school life perceived by fifth - to eighth-grade primary school students. The data were collected by questionnaire survey. Students’ overall satisfaction with school and perception of specific dimensions of school life are analysed as well as differences of their assessments regarding gender, grade and school achievement. On the ground of research results, the importance of the enhancement of the quality of school life is emphasised.

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Fuller, Bruce. "Is Primary School Quality Eroding in the Third World?" Comparative Education Review 30, no. 4 (November 1986): 491–507. http://dx.doi.org/10.1086/446632.

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37

Okware, Fabiano. "UNIVERSAL PRIMARY EDUCATION: PERSPECTIVES FROM UGANDA." JOURNAL OF SOCIAL SCIENCE RESEARCH 4, no. 2 (June 28, 2014): 495–507. http://dx.doi.org/10.24297/jssr.v4i2.3048.

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The study aimed at assessing the implementation, achievements, experiences and challenges of MDG 2 for UPEProgramme in Uganda. Opinions of key stakeholders were sought. The study revealed some significant successes inensuring access to free and compulsory education and in reducing gender disparities at the primary school level. Thegreatest challenge remains that of more girls than boys not completing the primary cycle. The lessons learnt are: politicalcommitment, government support, quality education to motivate learners to stay at school, motivation of teachers for theirhigh commitment and stakeholder involvement.

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Abdullahi and Nimota Jibola Kadir. "Education Quality Management and Teacher Effectiveness in Nigeria." ATTARBAWIY: Malaysian Online Journal of Education 3, no. 1 (June 30, 2019): 59–68. http://dx.doi.org/10.53840/attarbawiy.v3i1.67.

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This study investigated education quality management and teacher effectiveness in Nigeria. The aims of this study are to examine the relationship between good administration, discipline, optimal curriculum implementation and teacher effectiveness in public primary schools in Nigeria. Three hypotheses were formulated. Quantitative research design was used for the study. A self-constructed questionnaire titled “Education Quality Management and Teacher Effectiveness Questionnaire” (EQMTEQ) was used to collect information for the study. The population of this study comprised all 14,216 teachers in public primary schools in Kwara State, Nigeria. Sample of 376 were selected with the use of Research Advisor (2006) table of determined sample size of a known population, stratified random sampling technique was used to select teachers from the sample schools. The data collected were analyzed using Pearson product moment correlation statistical analysis. All hypotheses were tested at 0.05 level of significance. The results shows that there was a positive and significant relationship between good administration, discipline, optimal curriculum implementation and teacher effectiveness in public primary schools in Nigeria. It was recommended that head teachers should continue to provide effective administrative functions, head teachers should serve as a role model in carried out their duties in order enhance teacher effectiveness in public primary schools in Nigeria.

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Doroshuk, S. V. "QUALITY CONTROL OF EDUCATION: APPROACHES TO ORGANIZATION AND DEVELOPMENT OF REGIONAL SYSTEM OF QUALITY EVALUATION OF PRIMARY EDUCATION." Science of the Person: Humanitarian Researches 3, no. 25 (October 2016): 110–16. http://dx.doi.org/10.17238/issn1998-5320.2016.25.110.

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Sučević, Vlasta, and Mara Kerić. "Elements and indicators for identification of quality of primary education." Sinteze 4, no. 7 (2015): 19–32. http://dx.doi.org/10.5937/sinteze0-8495.

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Mehra, Dr Anjali, Urvashi Bali, and Nitin Arora. "Quality of Primary Education in India: An Inter-state Perspective." JOURNAL OF SOCIAL SCIENCE RESEARCH 2, no. 1 (October 30, 2013): 91–101. http://dx.doi.org/10.24297/jssr.v2i1.6669.

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The present study analyzes the interregional disparities in the quality of primary education in rural India. The study is based on the Annual Status of Education Report, 2010 prepared by Pratham. Quality of Education Index (QEI) has been constructed using three indices: (i) Quality of Teaching Index, (ii) School Infrastructure Index and (iii) Learning Achievement Index. It has been observed that Kerala is the only state which scores the highest in all the three indices whereas states like Bihar, Uttar Pradesh, Assam, Odisha, Jharkhand and majority of North Eastern state are at the bottom. At the regional level a high quality knowledge base on education system reform needs to be developed.

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Yang, Dan. "Quality Evaluation of Primary Education (General Subject Teacher) Professional Students." International Journal of Education and Humanities 3, no. 3 (July 26, 2022): 20–26. http://dx.doi.org/10.54097/ijeh.v3i3.1004.

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In view of the "teacher fever" in China in recent years, this paper analyzes the quality of the primary education (general subject teacher) major of Chongqing University of Arts and Science from 2014 to 2021, the ratio method (the ratio of the lowest admission score to the provincial control line) was used to assign points for the quality evaluation of individual students, and SPSSAU was used to conduct relevant data analysis. According to the analysis, the quality of students of primary school general subject teacher major from 2014 to 2021 shows a trend of gradual increase, indicating that the training plan of primary school general subject teacher is attracting more and more attention and attention from examinees, parents and society, and has become an important choice for more and more college entrance examination students and families.

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Aleksieva, Lyubka. "Electronic Resources for Online Mathematics Primary Education – Specifics, Types, Quality." Mathematics and Informatics LXIV, no. 1 (February 25, 2021): 62–83. http://dx.doi.org/10.53656/math2021-1-5-ele.

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This paper presents a theoretical research on electronic resources provided for mathematics education in primary school including online education, which has become ubiquitous as a result of the COVID-19 pandemic. Various aspects and forms of application of e-resources in mathematics education are explored in the literature, but the issue of their quality is less studied. E-resources potential to dynamically illustrate the mathematical learning content is defined as their main advantage, but this potential could be realized only in compliance with the principles of multimedia, as well as the requirements for accessibility, ergonomics and visual design. Therefore, in this study the parameters for the quality of e-resources for mathematics education in primary school are derived and specific criteria and requirements for their quality are proposed. Thus, in addition to providing a basis for future research, this paper could serve to primary teachers as a guide for measuring the quality of e-resources that they select or create for online mathematics education.

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Tsang, Mun C., and Somsri Kidchanapanish. "Private resources and the quality of primary education in Thailand." International Journal of Educational Research 17, no. 2 (January 1992): 179–98. http://dx.doi.org/10.1016/0883-0355(92)90007-s.

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NGUEMKAP KOUAMO, Romuald, and Abou DIENG. "The determinants of the quality of primary education in Cameroon." Journal of Quality in Education 12, no. 20 (December 16, 2022): 21–36. http://dx.doi.org/10.37870/joqie.v12i20.324.

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This paper investigates the determinants of school acquisition at the end of primary school in Cameroon. To do so, we use a two-level hierarchical linear modeling on data from the 2014 survey of the “Programme d'Analyse des Systèmes Éducatifs” of CONFEMEN (PASEC). We found that the socio-economic level of the student's families, the language spoken at home, the size of the school, the gender of the teachers, and the legal nature of the school explain significantly and positively the level of students' academic achievements. Recommendations for households and education stakeholders to improve the quality of primary education are discussed.

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Zixuan, HU, and LI Xiaoxia. "Problems and Countermeasures of Disciplinary Education in Primary School Education." Progress of Chinese Pedagogy 2, no. 3 (September 28, 2023): 63–68. http://dx.doi.org/10.48014/pcp.20230620001.

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With the development of society, people are paying more and more attention to educational issues, and moral education plays an important role in human growth. However, at present, there are many unreasonable disciplinary measures in China􀆳s basic education, including insufficient awareness of educational discipline among parents, unreasonable use of disciplinary methods, lack of monitoring of the implementation results of educational discipline, and lack of discipline in place. As a result, the quality and depth of education cannot meet the needs of diverse talents, it is necessary to change the original single education paradigm to improve the quality and depth of education. This paper investigates the current situation of educational discipline in A Primary School, and deeply analyzes the reasons for these problems from both the family and the school. A series of targeted disciplinary strategies have been proposed, including establishing correct concept of discipline, strengthening teachers􀆳 personal moral qualities, using discipline reasonably, timely intervening and stopping aggressive behavior, and creating a suitable psychological environment for children. This paper aims to draw people􀆳s attention to this topic, so that more people will understand the positive role of educational discipline, an important educational tool, in promoting the healthy development of students􀆳 physical and mental health. I hope it can cause educators and even the public to think about giving up those unreasonable disciplinary methods, and make discipline a truly beneficial educational tool for children.

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Venkataraman, M., and Eyob Keno. "Decentralization and Primary Education Service Delivery." African and Asian Studies 14, no. 3 (August 5, 2015): 165–88. http://dx.doi.org/10.1163/15692108-12341339.

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Ethiopia’s post 1991 decentralization drive is fairly a recent phenomenon borne out of the realization that devolution of political powers to constituent units would be the best alternative in ensuring development. The move, which was also inevitable given the history of a little over two decades of authoritarian rule in the country, was deepened culminating in the launching of District Level Decentralization Programme (dldp) in 2001 in order to enhance the scope and quality of the delivery of social services to the grass root level communities. This article aims to assess the extent of service delivery with education sector as its focus taking the case of two selected Woredas from Oromo Nationality Zone of Amhara National Regional State and find out constraints if any on the provision of the same. Using primary data collected from sampled population of the two Woredas, the article analyzes how far Ethiopia’s decentralization drive has produced the desired results in terms of performance of the woredas in service delivery and thereby benefiting the concerned community people at large. The findings of the study reveal that although there have been significant improvements made in extending educational service delivery in the two woredas, the quality of it is constrained in view of existing challenges such as lack of adequate financial support, trained manpower, increasing rate of teacher attrition, lack of adequate participation by the community and planning and these have to be tackled with in order that meaningful devolution of powers at the grass root level is assured.

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Yuvaraj, Nisha, and U. Arabi. "Determinants of Household Expenditure on Primary Education." Shanlax International Journal of Economics 9, no. 3 (June 1, 2021): 10–14. http://dx.doi.org/10.34293/economics.v9i3.4021.

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Government expenditures and household expenditures appear to act as complements rather than substitutes for each other: an increase in government expenditure tends to increase household expenditures and vice-versa. Public investment can provide educational facilities, quality, and other institutional measures, but only household investment will enable its utilization.

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Susilowati, Tri Budhi, V. Rudi Handoko, and Bambang Kusbandrijo. "EVALUATION OF QUALITY ASSURANCE OF PRIMARY SCHOOL EDUCATION IN PONOROGO REGENCY." dia 21, no. 01 (June 3, 2023): 230–46. http://dx.doi.org/10.30996/dia.v21i01.7593.

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Quality assurance of national education is carried out to educate the nation's life and shape the character and civilization of a dignified nation through the SNP. The principle is to encourage managers, administrators, and education units to improve their performance in providing quality educational services and software to encourage transparency and public accountability. In its implementation, education quality assurance policies must adapt to changes and developments in science and technology and rapid global dynamics. The quality of Indonesian education has not been as expected. Accreditation to BAN-S/M, the development of school quality has not shown an encouraging development in the quality of education. The factor is not that the SNP is of low quality but that the fulfillment and implementation of the SNP have not been running optimally. The objective of this research is to: 1) Describe and analyze the evaluation of quality assurance policies for primary school education in Ponorogo; 2) Examine the factors that encourage and obstruct education quality assurance.; 3) look at the quality and functional education quality assurance model. This research uses a qualitative descriptive research method. The data analysis technique used was evaluation. Data were analyzed interactively.

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Kovačević, Aleksandra, and Zoran Pendić. "Towards innovative and sustainable education in primary schools." Tehnika 75, no. 6 (2020): 665–77. http://dx.doi.org/10.5937/tehnika2005665k.

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One of the most important human rights is the right to quality education for all. It is embedded in the foundations of the UNESCO mission and is contained in the Universal Declaration of Human Rights of 1948 and many other international human rights instruments. It is embedded in the foundations of the UNESCO mission and is contained in the United Nations Universal Declaration of Human Rights of December 10, 1948 and many other international human rights instruments. The United Nations has defined priorities for the development of human civilization until 2030 in the form of 17 goals of sustainable development goals. Education is the fourth element of this set of goals, because it is an indisputable fact that only an educated society is capable of solving problems aimed at achieving all goals. Primary education that children receive in primary schools is especially important, because the success of the entire system of formal and non-formal education in one country largely depends on the quality of this education. It is also the beginning of a marathon of lifelong learning. We must not forget that this education largely depends on the quality of preschool education of children and the involvement of their parents in the process of early stages of education. The paper will include our vision of innovative and sustainable education in primary schools, as well as proposals for continuous improvement of the quality of this education in accordance with the requirements of relevant international standards and accepted world, but also our, experience in primary education.

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